2.6 Curriculum Mapping Activity a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance. I would like to develop an activity on the following MCAS items/subjects because it seems that students usually have difficulty answering questions about them. Density Melting and Boiling points Measuring, Distance/Time b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number. 2006 Standards Physical science grades 6-8 standards # 2, 3, 9, 12 c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard? In Waltham we have a spiraling curriculum so these topics are covered in 6th 7th and 8th grade. They are also covered in high school physics, chemistry and biology as these are general standards that would be used in many sciences. d. What instructional activities did you use during the last school year to teach your students?
In past years I have had students complete a boiling/melting point graph as they boil ice. Also we have put salt on ice to see how it lowers the temperature. For density I have students practice with figuring out which objects will sink/float in water and figuring out the densities of different substances. My students continually are reminded of the importance of having accurate measurements in every lab experiment that they complete.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types
Conceptual Knowledge Building
Procedural Knowledge Building
Knowledge Expression (List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Stage 1 Activity: Objective: Students will review the vocabulary terms from the unit on earth's movement and the seasons using an online quiz software.
Activity type:
Conceptual Knowledge Building - Study. Students will study terminology and will review for a test.
Knowledge expresson - Take a test or quiz
Instructions: Students will login to their computers and go to the quizlet website and search for the quizlet created by the special education teacher that helps with inclusion in my classroom. They will then review the terms usign the flash card setting and the switch to the learn portion and take a test using the same terms they just reviewed.
Online component: Quizlet on the seasons vocabulary
Classroom materials: Computers that have the quizlet software. I could either use the computer lab or the laptop carts at my school. Assessment:
Students will print out their grades from the quizlet, or email them to me. If they didn't get all of the questions correct, they should go back and write out the definitions for those terms using the word processor.
Comment: I really like the quizlet idea. I have never used it before. It seems like middle schoolers would love the feedback. I love that it has the flashcard feature and also has the 'read text' option which might benefit students with disabilities or ESL students. Great Job! - Andrea Twardzicki
Melissa Holland- I loved this quizlet for many online quizzes are mmulti choice but this requires that they write in the vocab word.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
The forces/motion concept that my students will need to know is the various forms of energy and how they can be transformed. Also the law of conservation of energy.
The appropriate Wed 2.0 tool that I will use for this concept is Wordle.
Students will go to the computer lab and create their own Worlde. They will be asked to make a Wordle in which they list all the forms of energy they know, what energy is used for, how they get energy, and anything else that they can think of that refers to energy.
Melissa Holland- I love wordle. I love how it visually displays terms that are more common. Its great at the end of the year to tie how certain concepts resurface time and time again and that as you continue to a new chapter prior knoweldge is still important.
Workshop 6 - Scientific Investigations
Body System Cubes
The objective for this investigation is for students to properly identify a human body system and to explain the different parts of it.
For this assessment students will work in small groups and at each station there will be a different cube. On each cube there will be different terms relating to a human body system, students will have to define/explain each of the terms and then correct identify the body system. Each group will have about 15 minutes to complete their cube and every person in the group should participate.
The materials needed are just the cubes and a piece of paper for each group.
Stage 2 Activity: Objective: At the end of this lesson students will be able to explain how gravity is the force that attracts all of the parts of our solar system to one another. And that the sun has the largest mass of anything body in our solar system therefore it attracts everything to it.
Standard: Massachusetts Science and Technology/Engineering Curriculum Frameworks Grades 6-8 Earth and Space science 8. Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions.
Misconceptions: Many students do not understand why we don’t just fall off the Earth and float into space.
Task: Students will fill out a KWL chart on gravity, what they know, want to know and then they will write down what they have learned at the end of the lesson. Students will then watch the brain pop video on gravity and fill out the activity worksheet provided. After we go through the video worksheet as a class, the students will work in pairs to fill out the “L” section of their KWL chart. If there is still time at the end of class the students can work together to complete the brain pop quiz and play the build a solar system game.
Procedure:
Students fill out their own KWL chart. – 5-10 minutes
Students discuss the KW section of their chart with their partner - 5 minutes
Class discussion. – 10 minutes
Watch brain pop movie on Gravity – 3 minutes
Fill out activity worksheet with partner– 10-15 minutes
Discuss/Correct worksheet. 10 minutes
Extra time to take quiz online and play solar system game.
Grouping: Students will work individually or with a partner.
Web 2.0 online component: Brain pop video, worksheets and quiz. Students will have to post their quiz grades and the “L” portion of their chart on the edline page.
Classroom materials: brain pop subscription, worksheet print outs
Assessment: brain pop quiz, “L” portion of chart.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name:
Colleen Feehan
Lesson Title:
Gravity: The glue that holds the solar system together.
Grade Level:
Sixth Grade Science
State Standards:
2006 Massachusetts Science and Technology/Engineering Curriculum Frameworks. Grade 6-8 Earth and Space Science The Earth in the Solar System
8. Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions.
10. Compare and contrast properties and conditions of objects in the solar system (i.e., sun, planets, and moons) to those on Earth (i.e., gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions). Physical Science 6-8 Properties of matter
1. Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object.
Lesson Question:
At the end of the lesson, you will be able to answer the following question:
What is the relationship between the mass of an object and its gravitational pull? You will be able to give an example of two objects in our solar system and explain how the gravitational pull of one object affects the other.
Introduction:
What is the force that keeps everything on the surface of Earth? What keeps Earth revolving around the sun and not hurling off into the emptiness of space? In this lesson you will find out about the glue that keeps our solar system together.
Task:
You will go to the following website: "Galileo: His Experiments." And complete the section titled falling objects. Before you make your decision and click “drop the cannonballs” write on a piece of paper the answer to these questions: What choice did you make? Why did you make this choice? Then “drop the cannonballs” What happens? Were you correct in your selection? Explain why this happens on your paper. Process (include all steps of the lesson procedure -- include instructions for using digital media):
First, you will answer the questions that are on the overhead in your journal: What keeps objects on earth from falling off into space? What keeps earth and the other object in our solar system in their orbits in space? Why do these objects revolve around the sun?
Discuss your answers with your lab partner; do you have the same answers/thoughts?
We will then go to the computer lab and complete the task listed above on the teacher’s domain website. Make sure to write down your answers in your journal.
After you have finished the task then you will watch the short clip also on teacher’s domain titled Galileo on the moon. Write a short reflection in your journal.
Discuss the KW section of their chart with your partner, add to your chart if necessary
There is an activity worksheet that you can find when you click activities and you should complete the first worksheet with your partner, print it out when you are finished, you may need to watch the video more than once.
You should complete the quiz on the brain pop website and write down your grade in your journal.
If you have extra time at the end of class you should play the solar system game that you can find by clicking “game up”
Conclusion:
At the end of this lesson, you will have explored the relationship between the mass of an object and its gravitational pull on other objects and how this property can be applied to why the objects in our solar system revolve around the sun.
Assessments:
To assess this lesson there will a few different smaller assessments including a brainpop quiz, an “L” portion of a KWL chart and a paragraph that students will write about the relationship between gravity and mass. The brainpop quiz is a ten question multiple choice assessment and the “L” portion of the chart is just a quiz snapshot of what students have learned during the lesson. The paragraph will be graded using the rubric below.
Students will write a short paragraph answering the following question:
Why do objects in our solar system revolve around the sun? Give an example of two different objects in the solar system and explain why they revolve around the sun and/or around another object in the solar system. Be sure to use the words gravity, gravitational pull, and mass in your answer.
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Describe the relationship between mass and gravitational pull.
Explains how gravity and mass are related because the greater the mass of an object, the greater its gravitational pull
Describes the relationship but misses one key concept (either mass or gravity)
Briefly explains the relationship but not in detail.
Does not describe the relationship correctly.
5 points
Describe that the sun is the most massive object in the solar system therefore it has the greatest gravitational pull.
Describes that the sun is the most massive object in the solar system therefore it has the greatest gravitational pull.
Describes the relationship but does not back up their reasoning.
Briefly explains the relationship but not in detail.
Workshop Wiki Page - Colleen Feehan
Workshop 2 - MCAS Assessments & Curriculum Mapping
2.6 Curriculum Mapping Activitya. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
I would like to develop an activity on the following MCAS items/subjects because it seems that students usually have difficulty answering questions about them.
Density
Melting and Boiling points
Measuring, Distance/Time
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
2006 Standards Physical science grades 6-8 standards # 2, 3, 9, 12
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
In Waltham we have a spiraling curriculum so these topics are covered in 6th 7th and 8th grade. They are also covered in high school physics, chemistry and biology as these are general standards that would be used in many sciences.
d. What instructional activities did you use during the last school year to teach your students?
In past years I have had students complete a boiling/melting point graph as they boil ice. Also we have put salt on ice to see how it lowers the temperature. For density I have students practice with figuring out which objects will sink/float in water and figuring out the densities of different substances. My students continually are reminded of the importance of having accurate measurements in every lab experiment that they complete.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -Science Learning Activity Types
Conceptual Knowledge Building
Procedural Knowledge Building
Knowledge Expression
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
carry out prodecures
Stage 1 Activity:
Objective:
Students will review the vocabulary terms from the unit on earth's movement and the seasons using an online quiz software.
Activity type:
Conceptual Knowledge Building - Study. Students will study terminology and will review for a test.
Knowledge expresson - Take a test or quiz
Instructions:
Students will login to their computers and go to the quizlet website and search for the quizlet created by the special education teacher that helps with inclusion in my classroom. They will then review the terms usign the flash card setting and the switch to the learn portion and take a test using the same terms they just reviewed.
Online component:
Quizlet on the seasons vocabulary
<iframe src="http://quizlet.com/20532466/learn/embedv2/" height="410" width="100%" style="border:0;"></iframe>
Classroom materials:
Computers that have the quizlet software. I could either use the computer lab or the laptop carts at my school.
Assessment:
Students will print out their grades from the quizlet, or email them to me. If they didn't get all of the questions correct, they should go back and write out the definitions for those terms using the word processor.
Comment: I really like the quizlet idea. I have never used it before. It seems like middle schoolers would love the feedback. I love that it has the flashcard feature and also has the 'read text' option which might benefit students with disabilities or ESL students. Great Job! - Andrea Twardzicki
Melissa Holland- I loved this quizlet for many online quizzes are mmulti choice but this requires that they write in the vocab word.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Energy Wordle
Melissa Holland- I love wordle. I love how it visually displays terms that are more common. Its great at the end of the year to tie how certain concepts resurface time and time again and that as you continue to a new chapter prior knoweldge is still important.
Workshop 6 - Scientific Investigations
Body System Cubes
Stage 2 Activity:
Objective: At the end of this lesson students will be able to explain how gravity is the force that attracts all of the parts of our solar system to one another. And that the sun has the largest mass of anything body in our solar system therefore it attracts everything to it.
Standard: Massachusetts Science and Technology/Engineering Curriculum Frameworks
Grades 6-8 Earth and Space science 8. Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions.
Misconceptions: Many students do not understand why we don’t just fall off the Earth and float into space.
Task: Students will fill out a KWL chart on gravity, what they know, want to know and then they will write down what they have learned at the end of the lesson. Students will then watch the brain pop video on gravity and fill out the activity worksheet provided. After we go through the video worksheet as a class, the students will work in pairs to fill out the “L” section of their KWL chart. If there is still time at the end of class the students can work together to complete the brain pop quiz and play the build a solar system game.
Procedure:
Grouping: Students will work individually or with a partner.
Web 2.0 online component: Brain pop video, worksheets and quiz. Students will have to post their quiz grades and the “L” portion of their chart on the edline page.
Classroom materials: brain pop subscription, worksheet print outs
Assessment: brain pop quiz, “L” portion of chart.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name:
Colleen FeehanLesson Title:
Gravity: The glue that holds the solar system together.Grade Level:
Sixth Grade ScienceState Standards:
2006 Massachusetts Science and Technology/Engineering Curriculum Frameworks.
Grade 6-8 Earth and Space Science
The Earth in the Solar System
8. Recognize that gravity is a force that pulls all things on and near the earth toward the center of the earth. Gravity plays a major role in the formation of the planets, stars, and solar system and in determining their motions.
10. Compare and contrast properties and conditions of objects in the solar system (i.e., sun, planets, and moons) to those on Earth (i.e., gravitational force, distance from the sun, speed, movement, temperature, and atmospheric conditions).
Physical Science 6-8
Properties of matter
1. Differentiate between weight and mass, recognizing that weight is the amount of gravitational pull on an object.
Lesson Question:
At the end of the lesson, you will be able to answer the following question:
What is the relationship between the mass of an object and its gravitational pull? You will be able to give an example of two objects in our solar system and explain how the gravitational pull of one object affects the other.
Introduction:
What is the force that keeps everything on the surface of Earth? What keeps Earth revolving around the sun and not hurling off into the emptiness of space? In this lesson you will find out about the glue that keeps our solar system together.
Task:
You will go to the following website: "Galileo: His Experiments."
And complete the section titled falling objects. Before you make your decision and click “drop the cannonballs” write on a piece of paper the answer to these questions: What choice did you make? Why did you make this choice? Then “drop the cannonballs” What happens? Were you correct in your selection? Explain why this happens on your paper.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
- First, you will answer the questions that are on the overhead in your journal: What keeps objects on earth from falling off into space? What keeps earth and the other object in our solar system in their orbits in space? Why do these objects revolve around the sun?
- Discuss your answers with your lab partner; do you have the same answers/thoughts?
- Fill out the K and W portion of your
KWL gravity.doc
- Details
- Download
- 27 KB
- We will then go to the computer lab and complete the task listed above on the teacher’s domain website. Make sure to write down your answers in your journal.
- After you have finished the task then you will watch the short clip also on teacher’s domain titled Galileo on the moon. Write a short reflection in your journal.
- Discuss the KW section of their chart with your partner, add to your chart if necessary
- Class discussion about gravity.
- Go to www.brainpop.com and watch the movie on Gravity.
- There is an activity worksheet that you can find when you click activities and you should complete the first worksheet with your partner, print it out when you are finished, you may need to watch the video more than once.
- You should complete the quiz on the brain pop website and write down your grade in your journal.
- If you have extra time at the end of class you should play the solar system game that you can find by clicking “game up”
Conclusion:At the end of this lesson, you will have explored the relationship between the mass of an object and its gravitational pull on other objects and how this property can be applied to why the objects in our solar system revolve around the sun.
Assessments:
To assess this lesson there will a few different smaller assessments including a brainpop quiz, an “L” portion of a KWL chart and a paragraph that students will write about the relationship between gravity and mass. The brainpop quiz is a ten question multiple choice assessment and the “L” portion of the chart is just a quiz snapshot of what students have learned during the lesson. The paragraph will be graded using the rubric below.
Students will write a short paragraph answering the following question:
Why do objects in our solar system revolve around the sun? Give an example of two different objects in the solar system and explain why they revolve around the sun and/or around another object in the solar system. Be sure to use the words gravity, gravitational pull, and mass in your answer.
Assessment Rubric
Resources:
http://www.doe.mass.edu/frameworks/current.html
"Galileo on the Moon." Teachers' Domain. 29 Jan. 2004. Web. 30 May. 2013. <http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.galmoon/>.
"Galileo: His Experiments." Teachers' Domain. 29 Jan. 2004. Web. 30 May. 2013. <http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.galileoexp/>.
http://www.brainpop.com/science/motionsforcesandtime/gravity/activity/
http://www.brainpop.com/science/motionsforcesandtime/gravity/